Suchergebnisse

This essay focuses on the important, but often taken-for-granted, roles that mentoring and collaborative inquiry play in rethinking childhood studies and situates our work in a time of resurgent racism and xenophobia in the United States—as well as invigorated movements to affirm human rights and social justice. It represents a co-mentoring dialogue, spanning over a decade, about the complexities of embodying critical, activist scholarship within dominant (White, Western, heteronormative, and Global North) assumptions about childhood, families, and communities. Our co-interrogation of these deeply encoded assumptions has been driven by a shared question of how to span the seemingly disparate discourse communities of critically engaged scholars and mainstream early childhood professionals in a variety of community contexts. These efforts have been guided by learning from Indigenous and Global South epistemologies and Black and Chicana/Latina/Mestiza feminisms. To illustrate what continues to be a reciprocal mentoring relationship, we use critical personal narrative to discuss key influences, literature, pedagogies of place, and exigencies of sustaining critical childhood studies movements in the current moment.

"Marking the 30th anniversary of the United Nations Convention on the Rights of the Child (UNCRC), this seminal handbook will provide an authoritative, critical overview of the diverse ways that the rights of children aged 0 - 8 are respected or neglected throughout the world, and will consider how policy, practice, and research might address the barriers to universal respect for children's rights. Drawing together original contributions from world-leading experts and new thinkers in the fields of early childhood education and care and children's rights, the book will promote global debate and offer a unique synthesis of theory and empirical research knowledge from these two fields"--

Contents: Lesley Emerson/Laura Lundy: Education Rights in a Society Emerging from Conflict: Curriculum and Student Participation as a Pathway to the Realization of Rights – Martha Baiyee/Celeste Hawkins/Valerie Polakow: Children's Rights and Educational Exclusion: The Impact of Zero-Tolerance in Schools – Natasha Blanchet-Cohen: The Protagonism of Under-18 Youth in the Québec Student Movement: The Right to Political Participation and Education – Panagiota Karagianni/Soula Mitakidou/Evangelia Tressou: What's Right in Children's Rights? The Subtext of Dependency – Kylie Smith: A Rights-Based Approach to Observing and Assessing Children in the Early Childhood Classroom – Lacey Peters/Lisa Lacy: «You're Not Listening to Us»: Explicating Children's School Experiences to Build Opportunity for Increased Participation Within School Communities in the United States – Jenny Ritchie/Cheryl Rau: Renarrativizing Indigenous Rights-Based Provision Within «Mainstream» Early Childhood Services – Nkidi Phatudi/Mokgadi Moletsane: Restoring Indigenous Languages and the Right to Learn in a Familiar Language: A Case of Black South African Children – Bekisizwe Ndimande/Beth Blue Swadener: Pursuing Democracy Through Education Rights: Perspectives from South Africa – Harry Shier/Martha Lidia Padilla/Nohemí Molina Torres/Leonilda Barrera López/Moisés Molina Torres/Zorayda Castillo/Karen Alicia Ortiz Alvarado: Claiming the Right to Quality Education in Nicaragua – Colette Murray: Getting an Education: How Travellers' Knowledge and Experience Shape Their Engagement with the System – Leodinito Y. Cañete: When Boys Are Pushed-Pulled out of School: Rights to Education in the Philippines – Janette Habashi: Intersections of Education and Freedom of Religion Rights in the UNCRC and in Practice.

Drawing from an analysis of responses to COVID affecting the ECCE sector in the US, including the narratives of early childhood educators, we engage with several questions. These include: How is care work with children constructed and affected by COVID-19? How might current responses and policies be understood through the lens of social citizenship and the collective/the individual? How do these issues reflect the precarity of the ECCE sector? How are embodied and emotional aspects of care work manifesting in early educator/caregiver lives in the time of the pandemic? Who is caring for the caregivers and what care may be needed? How can we re-imagine the care of ourselves, and in relation to an ethics of care for the other?